Marcos Reyes-Estrada, Nelson Varas-Díaz, Miluska T Martínez-Sarson
Nurses' stigmatization of people living with HIV/AIDS hinders effective health care provisions for this sector of the population. Scientific literature on HIV/AIDS stigma has emphasized cognitive, individual, and interpersonal factors that are relevant to the understanding of the stigmatization process among health care professionals (e.g. a health care professional's accuracy in knowledge of the workings of the virus, effectiveness of emotion management, degree of proximity to the stigmatized group, etc.). However, researchers have also examined the socio-structural factors underlying stigma, and religion has consequently emerged as a social phenomenon that may foster it. The role of religion among professional nurses who specifically service people living with HIV/AIDS remains understudied. Focusing on evidence-based literature, we discuss the relationship between religion and HIV/AIDS stigma, explore potential implications of this relationship for the nursing profession, and make recommendations for stigma-reducing interventions.
{"title":"Religion and HIV/AIDS Stigma: Considerations for the Nursing Profession.","authors":"Marcos Reyes-Estrada, Nelson Varas-Díaz, Miluska T Martínez-Sarson","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Nurses' stigmatization of people living with HIV/AIDS hinders effective health care provisions for this sector of the population. Scientific literature on HIV/AIDS stigma has emphasized cognitive, individual, and interpersonal factors that are relevant to the understanding of the stigmatization process among health care professionals (e.g. a health care professional's accuracy in knowledge of the workings of the virus, effectiveness of emotion management, degree of proximity to the stigmatized group, etc.). However, researchers have also examined the socio-structural factors underlying stigma, and religion has consequently emerged as a social phenomenon that may foster it. The role of religion among professional nurses who specifically service people living with HIV/AIDS remains understudied. Focusing on evidence-based literature, we discuss the relationship between religion and HIV/AIDS stigma, explore potential implications of this relationship for the nursing profession, and make recommendations for stigma-reducing interventions.</p>","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"12 1","pages":"48-55"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4744372/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72211051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present paper, we introduce and provide a rationale for a collaborative storywriting exercise for inpatient group psychotherapy called “exquisite corpse.” We argue that the exercise facilitates deep, empathic group process work with efficiency due to its ability to create a transitional space (Winnicott, 1971/2005) in which patients safely explore their intrapsychic and interpersonal dynamics. We conclude with a case illustration of the exquisite corpse’s unique contribution to clinical technique.
{"title":"Raising the Exquisite Corpse: Collaborative Story-Writing in Inpatient Group Psychotherapy","authors":"Alexander Kriss, Melanie Mulligan","doi":"10.1037/E543732013-003","DOIUrl":"https://doi.org/10.1037/E543732013-003","url":null,"abstract":"In the present paper, we introduce and provide a rationale for a collaborative storywriting exercise for inpatient group psychotherapy called “exquisite corpse.” We argue that the exercise facilitates deep, empathic group process work with efficiency due to its ability to create a transitional space (Winnicott, 1971/2005) in which patients safely explore their intrapsychic and interpersonal dynamics. We conclude with a case illustration of the exquisite corpse’s unique contribution to clinical technique.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"10 1","pages":"21-26"},"PeriodicalIF":0.0,"publicationDate":"2013-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57900947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reviews existing knowledge regarding neuropsychological late effects of pediatric medulloblastoma and cerebellar pilocytic astrocytoma, with the goal of highlighting areas for future research. Comparison of these two tumors, which occupy the same region of the brain, is arguably the ideal method for researching the late effects of craniospinal radiation, as medulloblastoma patients receive radiation, while cerebellar pilocytic astrocytoma patients do not. Such comparative research, which has yet to be extensively conducted, has the potential to enhance targeted neuropsychological interventions and help neuro-oncologists make treatment decisions regarding use, frequency, duration, and dose of radiation. A discussion of cognitive fluency is included, detailing the importance of researching this overlooked construct in these two tumor groups. Existing knowledge of differential processing speed deficits in these populations, which appears to be strongly related to administration of craniospinal radiation, provides a rationale for such investigation.
{"title":"Neuropsychological Comparison of Pediatric Medulloblastoma and Pilocytic Astrocytoma: Existing Knowledge and Future Directions","authors":"A. Holland","doi":"10.1037/e543732013-002","DOIUrl":"https://doi.org/10.1037/e543732013-002","url":null,"abstract":"This paper reviews existing knowledge regarding neuropsychological late effects of pediatric medulloblastoma and cerebellar pilocytic astrocytoma, with the goal of highlighting areas for future research. Comparison of these two tumors, which occupy the same region of the brain, is arguably the ideal method for researching the late effects of craniospinal radiation, as medulloblastoma patients receive radiation, while cerebellar pilocytic astrocytoma patients do not. Such comparative research, which has yet to be extensively conducted, has the potential to enhance targeted neuropsychological interventions and help neuro-oncologists make treatment decisions regarding use, frequency, duration, and dose of radiation. A discussion of cognitive fluency is included, detailing the importance of researching this overlooked construct in these two tumor groups. Existing knowledge of differential processing speed deficits in these populations, which appears to be strongly related to administration of craniospinal radiation, provides a rationale for such investigation.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"10 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2013-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57900770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the high prevalence of depression among Emerging Adults (EAs), it is important to investigate the risk factors associated with depression within this age group. Previous research highlights the association between disordered eating, insecure relationships, and depressive symptoms among adolescents. However, these relations have yet to be examined as youth develop into EAs. Thus, the current study investigated eating- and weight-related disturbances (EWRDs; e.g., emotional eating, external eating, and restrained eating) and interpersonal relationships in relation to depressive symptoms among EAs. It was hypothesized that increased EWRDs and less supportive relationships with mothers, fathers, and peers would be associated with higher depressive symptoms. The results revealed a significant relationship between eating in response to emotional arousal and depressive symptoms, as well as between maternal relationships and depressive symptoms among EAs. Implications for clinical practice are discussed.
{"title":"Eating Disturbances, Interpersonal Relationships, and Depressive Symptoms Among Emerging Adults","authors":"S. Norwood, J. Rawana, A. Brown","doi":"10.1037/e543732013-006","DOIUrl":"https://doi.org/10.1037/e543732013-006","url":null,"abstract":"Given the high prevalence of depression among Emerging Adults (EAs), it is important to investigate the risk factors associated with depression within this age group. Previous research highlights the association between disordered eating, insecure relationships, and depressive symptoms among adolescents. However, these relations have yet to be examined as youth develop into EAs. Thus, the current study investigated eating- and weight-related disturbances (EWRDs; e.g., emotional eating, external eating, and restrained eating) and interpersonal relationships in relation to depressive symptoms among EAs. It was hypothesized that increased EWRDs and less supportive relationships with mothers, fathers, and peers would be associated with higher depressive symptoms. The results revealed a significant relationship between eating in response to emotional arousal and depressive symptoms, as well as between maternal relationships and depressive symptoms among EAs. Implications for clinical practice are discussed.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"10 1","pages":"44-53"},"PeriodicalIF":0.0,"publicationDate":"2013-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57901158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the majority of literature related to Bondage and Domination/Dominance and Submission/ Sadism and Masochism (or Sadomasochism) (BDSM; Connolly, 2006), there exists a focus on the pathologization of such interactions, and little attention is given to a non-clinical BDSM-oriented population. What research there is analyzing non-clinical expressions of BDSM suggests that consensual BDSM interactions can positively influence individuals in various ways, such as through heightened meaning-making and self-awareness and intensified interpersonal connection through a deliberate exchange of power. A closer look at the extant literature discussing nonpathological expressions of BDSM reveals that the explicit communication of consent is paramount. Nonpathological mainstream sexual interaction is based on the construct of consent as well, though consent is often assumed rather than asserted. While the realm of BDSM encompasses a vast range of potential activities, explicit consent is the single universal characteristic in BDSM sexual interactions and is considered a fundamental tenet in the BDSM community. This article presents a review of the literature on BDSM interactions with three goals in mind: 1) to investigate the historical pathologization of BDSM; 2) to compare similarities between BDSM and mainstream sexualities; and 3) to highlight the importance of explicit rather than tacit agreements of consent in every type of sexual interaction.
{"title":"Consent vs. Coercion: BDSM Interactions Highlight a Fine but Immutable Line","authors":"Dulcinea Pitagora","doi":"10.1037/e543732013-004","DOIUrl":"https://doi.org/10.1037/e543732013-004","url":null,"abstract":"In the majority of literature related to Bondage and Domination/Dominance and Submission/ Sadism and Masochism (or Sadomasochism) (BDSM; Connolly, 2006), there exists a focus on the pathologization of such interactions, and little attention is given to a non-clinical BDSM-oriented population. What research there is analyzing non-clinical expressions of BDSM suggests that consensual BDSM interactions can positively influence individuals in various ways, such as through heightened meaning-making and self-awareness and intensified interpersonal connection through a deliberate exchange of power. A closer look at the extant literature discussing nonpathological expressions of BDSM reveals that the explicit communication of consent is paramount. Nonpathological mainstream sexual interaction is based on the construct of consent as well, though consent is often assumed rather than asserted. While the realm of BDSM encompasses a vast range of potential activities, explicit consent is the single universal characteristic in BDSM sexual interactions and is considered a fundamental tenet in the BDSM community. This article presents a review of the literature on BDSM interactions with three goals in mind: 1) to investigate the historical pathologization of BDSM; 2) to compare similarities between BDSM and mainstream sexualities; and 3) to highlight the importance of explicit rather than tacit agreements of consent in every type of sexual interaction.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"10 1","pages":"27-36"},"PeriodicalIF":0.0,"publicationDate":"2013-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57900623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Gutiérrez, Nicole Benna, Ketty Fernandez, A. Shanahan, Daniel Cruz
The present study investigated the potential relationship between eating attitudes, nutritional knowledge and learning and memory among a sample of college students. Participants completed self-report measures of nutrition-related behavior, knowledge and attitudes. The California Verbal Learning Test (CVLT-2) was used to assess verbal learning and memory performance. Results indicated that poor nutrition-related behavior tended to interfere with learning, as assessed by parametric correlation analyses. Problematic eating behaviors such as excessive dieting and oral control were associated with less efficient verbal learning. Although the relationship between participants’ total learning scores and overall index of nutrition did not reach statistical significance, the findings indicate that the intermediary components of learning are related to self-report measures of eating attitudes and nutritional knowledge. The implications of these findings along with future directions are discussed.
{"title":"A Correlational Investigation of the Relationships Among Nutrition-Related Attitudes and Behavior, Body Mass, and Learning and Verbal Memory Performance in College Students","authors":"J. Gutiérrez, Nicole Benna, Ketty Fernandez, A. Shanahan, Daniel Cruz","doi":"10.1037/e543732013-005","DOIUrl":"https://doi.org/10.1037/e543732013-005","url":null,"abstract":"The present study investigated the potential relationship between eating attitudes, nutritional knowledge and learning and memory among a sample of college students. Participants completed self-report measures of nutrition-related behavior, knowledge and attitudes. The California Verbal Learning Test (CVLT-2) was used to assess verbal learning and memory performance. Results indicated that poor nutrition-related behavior tended to interfere with learning, as assessed by parametric correlation analyses. Problematic eating behaviors such as excessive dieting and oral control were associated with less efficient verbal learning. Although the relationship between participants’ total learning scores and overall index of nutrition did not reach statistical significance, the findings indicate that the intermediary components of learning are related to self-report measures of eating attitudes and nutritional knowledge. The implications of these findings along with future directions are discussed.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"10 1","pages":"37-43"},"PeriodicalIF":0.0,"publicationDate":"2013-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57901456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
General criticism is associated with poorer relationship functioning; however, few studies of specifically non-hostile and hostile criticism in relationships have yet been conducted. The present study examined the associations of hostile and non-hostile criticism with perceived support, perceived conflict, and support seeking intentions in platonic (non-romantic, non-familial) relationships. Perceptions of hostile criticism were related to greater conflict, lower support, and lower support seeking. Perceptions of non-hostile criticism were associated with greater support and support seeking; however, perceptions of non-hostile criticism were more strongly linked with greater support seeking in men than in women.
{"title":"The Role of Perceived Hostile and Non-Hostile Criticism in Friendships","authors":"R. Blais, Keith D. Renshaw","doi":"10.1037/e534932013-003","DOIUrl":"https://doi.org/10.1037/e534932013-003","url":null,"abstract":"General criticism is associated with poorer relationship functioning; however, few studies of specifically non-hostile and hostile criticism in relationships have yet been conducted. The present study examined the associations of hostile and non-hostile criticism with perceived support, perceived conflict, and support seeking intentions in platonic (non-romantic, non-familial) relationships. Perceptions of hostile criticism were related to greater conflict, lower support, and lower support seeking. Perceptions of non-hostile criticism were associated with greater support and support seeking; however, perceptions of non-hostile criticism were more strongly linked with greater support seeking in men than in women.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"9 1","pages":"17-23"},"PeriodicalIF":0.0,"publicationDate":"2012-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57883814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current pilot study was an investigation into the effectiveness of the Magic Penny Early Literacy Program reading curriculum among kindergarten students. Magic Penny was introduced as a supplement to the existing curriculum in the intervention classroom for approximately three months. Reading achievement was assessed using a selection of tests from the Woodcock-Johnson III Tests of Cognitive Abilities and the Woodcock-Johnson III Tests of Achievement that comprise the Basic Reading Skills Cluster and the Phonemic Awareness III Clinical Cluster. Utilizing a between-group comparison and longitudinal study design, group differences between intervention (n = 19) and comparison (n = 19) classrooms on the early literacy outcome measures were examined using linear regression models. Results provided mixed support for the Magic Penny Early Literacy Program. Analyses indicated that intervention group membership was associated with greater improvement in children’s Basic Reading scores, when controlling for pre-test scores. In contrast, intervention group membership was not associated with greater improvement in children’s Phonemic Awareness scores. This study represents the first formal evaluation of the Magic Penny Early Literacy Program. However, this pilot study was limited in scope and lacked random assignment. Given its limitations, additional, larger-scale research is warranted to further examine the impact of this new program.
{"title":"A Pilot Study of Effects of the Magic Penny Early Literacy Program on Phonemic Awareness and Basic Reading Skills","authors":"C. Casey, C. Cook-Cottone, Courtney N. Baker","doi":"10.1037/e534932013-008","DOIUrl":"https://doi.org/10.1037/e534932013-008","url":null,"abstract":"The current pilot study was an investigation into the effectiveness of the Magic Penny Early Literacy Program reading curriculum among kindergarten students. Magic Penny was introduced as a supplement to the existing curriculum in the intervention classroom for approximately three months. Reading achievement was assessed using a selection of tests from the Woodcock-Johnson III Tests of Cognitive Abilities and the Woodcock-Johnson III Tests of Achievement that comprise the Basic Reading Skills Cluster and the Phonemic Awareness III Clinical Cluster. Utilizing a between-group comparison and longitudinal study design, group differences between intervention (n = 19) and comparison (n = 19) classrooms on the early literacy outcome measures were examined using linear regression models. Results provided mixed support for the Magic Penny Early Literacy Program. Analyses indicated that intervention group membership was associated with greater improvement in children’s Basic Reading scores, when controlling for pre-test scores. In contrast, intervention group membership was not associated with greater improvement in children’s Phonemic Awareness scores. This study represents the first formal evaluation of the Magic Penny Early Literacy Program. However, this pilot study was limited in scope and lacked random assignment. Given its limitations, additional, larger-scale research is warranted to further examine the impact of this new program.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"9 1","pages":"74-84"},"PeriodicalIF":0.0,"publicationDate":"2012-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57883940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to understand the moderating role of child temperament in the relationship between parenting goals and parenting styles. To achieve that goal, this study tested the interaction between child temperament (emotionality, activity, sociability, and shyness) and parenting goals (parent-centered goals and child-centered goals) that predicted authoritative and authoritarian parenting styles. One hundred forty-eight Taiwanese parents with kindergarten children were recruited to complete self-report questionnaires. Results showed main effects of parenting goals and child temperament. Child-centered goals positively predicted authoritative parenting styles, but child emotionality negatively predicted authoritative parenting styles. Parent-centered goals positively predicted authoritarian parenting styles, but child emotionality positively predicted authoritarian parenting styles. Additionally, the results showed significant interaction effect between child-centered parenting goals and child activity in predicting parental warmth. That is, parents with child-centered goals were more likely to be warm when their children had higher levels of activity. The results showed that child temperament played a moderating role in parenting styles and parenting goals. Given that child-centered parenting goals interact with child activity, future research should further examine the bidirectional relationship between child-centered parenting goals and child activity.
{"title":"Parenting Goals and Parenting Styles among Taiwanese Parents: The Moderating Role of Child Temperament","authors":"Christine Meng","doi":"10.1037/e534932013-006","DOIUrl":"https://doi.org/10.1037/e534932013-006","url":null,"abstract":"The aim of this study was to understand the moderating role of child temperament in the relationship between parenting goals and parenting styles. To achieve that goal, this study tested the interaction between child temperament (emotionality, activity, sociability, and shyness) and parenting goals (parent-centered goals and child-centered goals) that predicted authoritative and authoritarian parenting styles. One hundred forty-eight Taiwanese parents with kindergarten children were recruited to complete self-report questionnaires. Results showed main effects of parenting goals and child temperament. Child-centered goals positively predicted authoritative parenting styles, but child emotionality negatively predicted authoritative parenting styles. Parent-centered goals positively predicted authoritarian parenting styles, but child emotionality positively predicted authoritarian parenting styles. Additionally, the results showed significant interaction effect between child-centered parenting goals and child activity in predicting parental warmth. That is, parents with child-centered goals were more likely to be warm when their children had higher levels of activity. The results showed that child temperament played a moderating role in parenting styles and parenting goals. Given that child-centered parenting goals interact with child activity, future research should further examine the bidirectional relationship between child-centered parenting goals and child activity.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"9 1","pages":"52-67"},"PeriodicalIF":0.0,"publicationDate":"2012-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57883479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One hundred seventy-two undergraduates took part in a study to evaluate how self-concept discrepancies and casual sexual involvement, both as independent and additive factors, predict negative and positive affect. Hierarchical regression analyses demonstrated that actual-ideal (AI) and actual-ought (AO) discrepancy were negatively associated with positive affect after engaging in hookups, defined as casual sexual encounters. However, the degree to which self-discrepancy predicted positive and negative affect varied by gender. Females with high AI discrepancy, who typically engaged in petting during hookups, reported increased negative affect, β = -.24, p < .001, while their male peers reported increased positive affect, β = .63, p < .01. Overall, self-discrepancy appeared to have a distinct and strong association with the sexual practices of young adults in this study and their subsequent positive and negative affect associated with these sexual practices.
172名大学生参加了一项研究，以评估自我概念差异和随意性行为(作为独立因素和附加因素)如何预测消极和积极的影响。层次回归分析表明，实际-理想(AI)和实际-应该(AO)差异与勾搭后的积极情绪呈负相关，勾搭被定义为随意性接触。然而，自我差异预测积极和消极影响的程度因性别而异。高人工智能差异的女性，通常在勾搭时进行爱抚，报告的负面影响增加，β = -。β = 0.63, p < 0.01。总的来说，在这项研究中，自我差异似乎与年轻人的性行为以及他们随后对这些性行为的积极和消极影响有着明显而强烈的联系。
{"title":"Mental Health and Hooking Up: A Self-Discrepancy Perspective","authors":"Elizabeth C. Victor","doi":"10.1037/e534932013-004","DOIUrl":"https://doi.org/10.1037/e534932013-004","url":null,"abstract":"One hundred seventy-two undergraduates took part in a study to evaluate how self-concept discrepancies and casual sexual involvement, both as independent and additive factors, predict negative and positive affect. Hierarchical regression analyses demonstrated that actual-ideal (AI) and actual-ought (AO) discrepancy were negatively associated with positive affect after engaging in hookups, defined as casual sexual encounters. However, the degree to which self-discrepancy predicted positive and negative affect varied by gender. Females with high AI discrepancy, who typically engaged in petting during hookups, reported increased negative affect, β = -.24, p < .001, while their male peers reported increased positive affect, β = .63, p < .01. Overall, self-discrepancy appeared to have a distinct and strong association with the sexual practices of young adults in this study and their subsequent positive and negative affect associated with these sexual practices.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"9 1","pages":"24-34"},"PeriodicalIF":0.0,"publicationDate":"2012-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57883883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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